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Upper KS2 Autumn – Year A
Year 5: Will we ever send another human to the moon? Year 5: Science and DT Knowledge, Skills and Understanding Year 5 Science: Earth and SpaceDesign & Technology Can they identify and explain the movement of the Earth relative to the Sun? Can they explain how seasons and the associated weather are created? Can they identify and explain the movement of the Moon relative to the Earth? Can they explain the size, shape and position of the Earth, Sun and Moon? Can they explain how night and day are created and use diagrams to show this? Can they explain how planets are linked to stars? Can they come up with a range of ideas after they have collected information? Do they take a user’s view into account when designing? Can they produce a detailed step-by-step plan? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Can they explain why their finished product is going to be of good quality? Can they explain how their product will appeal to the audience? Can they use a range of tools and equipment expertly? Do they keep checking that their design is the best it can be? Do they check whether anything could be improved? Can they evaluate appearance and function against the original criteria? Using materials: Are their measurements accurate enough to ensure that everything is precise? How have they ensured that their product is strong and fit for purpose? Are they motivated enough to refine and improve their product? Do they persevere through different stages of the making process? Year 5 Challenging Can they compare the time of day at different places on the Earth? Can they create shadow clocks? Can they begin to understand how older civilizations used the Sun to create astronomical clocks? Can they explore the work of some scientists? (Ptolemy, Alhazen, Copernicus) © Focus Education 20143
Year 5: Will we ever send another human to the moon? Science Y5: Earth and Space describe the movement of the Earth, and other planets, relative to the Sun in the solar system describe the movement of the Moon relative to the Earth describe the Sun, Earth and Moon as approximately spherical bodies use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. WOW : Visit from a mobile Planetarium or set up a telescope. LC1 Could we describe the Earth and the Sun as space cousins? LC2 If the Earth and Sun are cousins, is the Moon a young nephew? LC3Can you explain why we have day and night? LC4How can we appreciate the distances between and the sizes of the Sun, Earth and Moon? LC5What can we learn about the solar system and the other planets in it? LC6Who was Neil Armstrong and what would you ask him if you met him? LC7How could you create a moon surface and create a moon buggy? LC8Reflection: Could you create a simulated moon landing and film it? Literacy Link: LC5 provides opportunities for children to complete a fact file on a chosen planet. They could also complete a set of questions they would ask Neil Armstrong (LC6). Numeracy Link: LC4 provides a great deal of opportunity for children to measure and use scale and create diagrams. Creative Art Link: Children to design and make a model to represent the moon surface and then to create a buggy. They will film this later as part of their reflection. © Focus Education 20144 Mokee Peter Joe is Murray coming Working Scientifically: compare the time of day at different places on the Earth through internet links and direct communication; create simple models of the solar system; construct simple shadow clocks and sundials, calibrated to show midday and the start and end of the school day; find out why some people think that structures such as Stonehenge might have been used as astronomical clocks.
Year 6: How can you light up your life? Year 6: Science and Art Knowledge, Skills and Understanding Year 6 Science: LightArt & Design Can they explore different ways to test an idea and choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? Can they explain how light travels? Can they explain how the human eye sees objects? Can they explain how different colours of light can be created? Can they use and explain how simple optical instruments work? (periscope, telescope, binoculars, mirror, magnifying glass, Newton’s first reflecting telescope) Can they explain changes linked to light (and sound)? Do their sketches communicate emotions and a sense of self with accuracy and imagination? Can they explain why they have combined different tools to create their drawings? Can they explain why they have chosen specific drawing techniques? Can they explain what their own style is? Can they use a wide range of techniques in their work? Can they explain why they have chosen specific painting techniques? Do their sketch books contain detailed notes, and quotes explaining about items? Do they compare their methods to those of others and keep notes in their sketch books? Do they combine graphics and text based research of commercial design, for example magazines etc., to influence the layout of their sketch books. Do they adapt and refine their work to reflect its meaning and purpose, keeping notes and annotations in their sketch books? Can they make a record about the styles and qualities in their work? Can they say what their work is influenced by? Year 6 Challenging Can they make a prediction which links with other scientific knowledge? Can they identify the key factors when planning a fair test? Can they explain how a scientist has used their scientific understanding plus good ideas to have a breakthrough? Can they use the ray model to explain the size of shadows? © Focus Education 20145
Year 6: How can you light up your life? Science Y6: Light recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. WOW : Spend time in a blacked out room and consider how the eyes adapt and why it is difficult to see anything. LC1 How do we know that light travels faster than sound? LC2 How can you set up an experiment to show that light travels in straight lines? LC3How do your eyes work? LC4How can you use mirrors to see around blind corners? LC5Spend a small period of time being blind folded and see how successful you are at doing everyday things you take for granted? LC6Can you use water colour painting to create a landscape or still life painting which shows light and shadow? LC7Can you create a shadow puppet story and present it to others? LC8Reflection: Can you prepare a documentary entitled ‘Let’s Light it up’ which shows what you have learnt in this LC. Literacy Link: LC1 through to LC3 provide huge opportunities to link with literacy activities. LC7 provides opportunities to link with play- scripts based on shadows created with a range of objects which are photographed and then set to a story. Numeracy Link: There are opportunities to use very large numbers when considering the distance the Sun is away from the Earth and the speed at which light travels to Earth. Creative Art Link: LC6 provides opportunities to look at the work of several famous painters, including Constable and Cezanne giving particular attention to light, tone and shadow before attempting their own work. © Focus Education 20146 Possible Creative Art Link: LC3 provides additional opportunities for children to do close observational sketches of the eyes giving attention to proportion. Working Scientifically: decide where to place rear-view mirrors on cars; design and make a periscope and using the idea that light appears to travel in straight lines to explain how it works. They might investigate the relationship between light sources, objects and shadows by using shadow puppets.
Year 5 Geography Knowledge, Skills and Understanding Geographical EnquiryPhysical GeographyHuman Geography Geographical Knowledge Can they collect information about a place and use it in a report? Can they find possible answers to their own geographical questions? Can they plan a journey to a place in another part of the world, taking account of distance and time? Can they explain why many cities of the world are situated by rivers? Can they explain how a location fits into its wider geographical location; with reference to physical features? Can they explain why people are attracted to live by rivers? Can they explain how a location fits into its wider geographical location; with reference to human and economical features? Can they locate and name the main countries in South America on a world map and atlas? Year 5 (Challenging) Can they work out an accurate itinerary detailing a journey to another part of the world? Can they explain what a place (open to environmental and physical change) might be like in the future taking account of physical features? Can they report on ways in which humans have both improved and damaged the environment? Can they begin to recognise the climate of a given country according to its location on the map? © Focus Education 20148
Year 5 Art & Design Knowledge, Skills and Understanding Can they create a piece of art work which includes the integration of digital images they have taken? Can they combine graphics and text based on their research? Can they combine visual and tactile qualities? Do they learn about the work of others by looking at their work in books, the internet, visits to galleries and other sources of information? Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? Year 5 Dance Knowledge, Skills and Understanding Do they plan and perform dances confidently? Can they compose motifs and plan dances creatively and collaboratively in groups? Can they adapt and refine the way they use weight, space and rhythm in their dances to express themselves in the style of dance they use? Can they perform different styles of dance clearly and fluently? Do they organise their own warm-up and cool-down exercises? Can they recognise and comment on dances, showing an understanding of style? Can they suggest ways to improve their own and other people’s work? Do they use their understanding of composition to create dance phrases for themselves and others in their group? Do they use their knowledge of dance to adapt their skills to meet the demands of a range of dance styles? Can they show expression in their dances and sensitivity to music? © Focus Education 20149
Year 5: Why is Brazil in the news again? KS2 Geography: locate the world’s countries, using maps, to focus on South America and concentrating on their key physical and human characteristics, countries, and major cities. WOW : Show a special video about Brazil which captures the main aspects of the country LC1What do you already know about Brazil? LC2What fruits and other natural resources is Brazil famous for? LC3Which famous cities in Brazil attract tourists and why? LC4What can you find out about one of Brazil’s neighbouring countries? LC5Can you design and create a collage of Brazilian symbols? LC6Why is Brazil famous for its dancing? LC7What can you find out about the street children of Brazil? LC8What can you find out about a famous Brazilian? LC9Reflection: The children to host a Brazil day for their parents. Literacy Link: There are many opportunities for children to carry out research in LC2, LC4, LC7 and LC8. In LC4 children will choose different countries and do a presentation to the others in their class. For LC3 children will create a brochure on a Brazilian city. Creative Art Link: In LC5 children will research the many symbols associated with Brazil and use the symbols to create a montage of Brazil. Expressive Art Link: In LC6 children will find out about samba dancing and then perform some Brazilian style dancing. © Focus Education 201410 Running Michael Wild Morpurgo
Year 5 Geography Knowledge, Skills and Understanding Geographical EnquiryPhysical GeographyHuman Geography Geographical Knowledge Can they collect information about a place and use it in a report? Can they find possible answers to their own geographical questions? Can they make detailed sketches and plans; improving their accuracy later? Can they plan a journey to a place in another part of the world, taking account of distance and time? Can they explain why many cities of the world are situated by rivers? Can they explain how a location fits into its wider geographical location; with reference to physical features? Can they explain why water is such a valuable commodity? Can they explain why people are attracted to live by rivers? Can they explain how a location fits into its wider geographical location; with reference to human and economical features? Can they explain what a place might be like in the future, taking account of issues impacting on human features? Can they name and locate many of the world’s major rivers on maps? Can they name and locate many of the world’s most famous mountain regions on maps? Can they locate and name the main countries in South America on a world map and atlas? Year 5 (Challenging) Can they work out an accurate itinerary detailing a journey to another part of the world? Can they explain what a place (open to environmental and physical change) might be like in the future taking account of physical features? Can they report on ways in which humans have both improved and damaged the environment? Can they begin to recognise the climate of a given country according to its location on the map? © Focus Education 201411
12 Year 5 Design Technology Knowledge, Skills and Understanding Developing, planning and communicating ideas Working with tools, equipment, materials and components to make quality products Evaluating processes and products Can they come up with a range of ideas after they have collected information? Do they take a user’s view into account when designing? Can they produce a detailed step- by-step plan? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Can they explain why their finished product is going to be of good quality? Can they explain how their product will appeal to the audience? Can they use a range of tools and equipment expertly? Do they keep checking that their design is the best it can be? Do they check whether anything could be improved? Can they evaluate appearance and function against the original criteria? Textiles Do they think what the user would want when choosing textiles? How have they made their product attractive and strong? Can they make up a prototype first? Can they use a range of joining techniques? Stiff and flexible sheet materials Are their measurements accurate enough to ensure that everything is precise? How have they ensured that their product is strong and fit for purpose? Mouldable materials Are they motivated enough to refine and improve their product? Do they persevere through different stages of the making process? Year 5 Art & Design Knowledge, Skills and Understanding Can they print using a number of colours? Can they create an accurate print design that meets a given criteria? Can they print onto different materials? Can they create all the colours they need for printing? Can they express their emotions accurately through their painting and sketches? Do they keep notes in their sketch books as to how they might develop their work further? Do they use their sketch books to compare and discuss ideas with others? © Focus Education 2014
Year 5: Why should the rainforest be important to us all? KS2 Geography: locate the world’s countries, using maps to focus on South America and concentrating on their environmental regions, key physical and human characteristics. WOW : Show some film clips of the rainforests LC1How can you create your own class rainforest? LC2Where are rainforests located and what are their main features? LC3Why are rainforests often in the news and what can we do to help? LC4What can you find out about an endangered animal that lives in the rainforest? LC5How important is the Amazon to the South American rainforests? LC6Can you create a print using the large leaves of rainforest plants as your inspiration? LC7How would you survive in the rainforest? LC8Reflection: Present a documentary on a day in the rainforest Literacy Link : LC4 provides opportunities for children to carry our their own research and to present their findings in a range of interesting ways which may involve ICT. LC3 will provide opportunities for children to use their persuasion skills when making cases for saving the rainforests. Numeracy Link: LC5 provides opportunities for children to use their measurement skills. Creative Art Link: LC1 sees children working together to design and create their own rainforests. This will involve dividing tasks up between them and making decisions about what they will have within the rainforest. LC6 sees children using large leaves to create their own design and prints. LC7 – Design and build shelters Forever Kristin Forest Joy Pratt Serafini The great Lynne Kaphok Cherry tree The Dr. Lorax Seuss © Focus Education 201413
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